When Children Lead Participatory Curriculum Design, Implementation, and Assessment
Chapter 3. Complicated Conversations: What We’re Learning About Integrated Curriculum
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COMPLICATED CONVERSATIONS: WHAT WE’RE LEARNING ABOUT INTEGRATED CURRICULUM
Examples From the Complicated Conversations
It is important to reiterate here again that while the teacher education students participated in a listening, dialogue, action format framed by critical theory and Freire’s (1985, 1997) work in their university classes, the format they used to write their activity/curriculum plans was adapted from a template used by transitional kindergarten programs in the state of California. As with many educational lesson planning approaches the required components, the order of presentation, and the terminology is often approach-specific. Because these student teachers are working with children ages 4 to 8, the lessons and therefore the format for presenting them by necessity bridge the early childhood approaches and the early elementary approaches. There were timely contextual events that influenced the decision about this aspect of the study, as mentioned at the end of Chapter 2. We made the decision to use this format after many discussions and analyses regarding the possibilities of our including our focus on critical theory while using the state’s template for transitional kindergarten lesson planning. We decided (as bricoleurs) that we could use the format from the state of California transitional kindergarten’s recommendation while remaining true to our intentions for critical integrated curriculum. ← 49 | 50 → Furthermore, many of our collaborations are with early care and education professionals in the field who are in state-funded programs where teachers are required to adhere strictly to the California Preschool Learning Foundations...
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